Holbrook and District Pre-school Playgroup

Inspection of Holbrook and District Pre-school Playgroup Holbrook Primary School, The Street, Holbrook, Ipswich, Suffolk IP9 2PZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

There has been a recent and rapid change in the management of the setting. However, despite this transition, the setting demonstrates a strong commitment to maintaining stability and ensuring the well-being of the children in its care. Staff have adapted to the changes effectively, focusing on providing consistency and support for the children during this period.

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The provision is good

On arrival, children enter the setting confidently, readily separating from their parents at the door. They clearly understand the familiar routines, such as independently placing their water bottles at the hydration station. When they hear a familiar song, children recognise this as the start of group time, where each child is welcomed by name. These consistent routines help children feel secure and support their sense of belonging within the setting. As a result, children settle quickly, understand what is expected of them and show positive behaviour, cooperating well with staff and peers.

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The provision is good

Staff demonstrate a clear understanding of individual children and use this knowledge to inform curriculum planning. For example, children take part in a variety of creative activities that are linked to a sea creature theme, such as using cloud dough to make model turtles and exploring different painting tools to create patterns on turtle shells. These activities reflect children's interests and contribute to their development.

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need to do better?

n Despite recent changes in staffing, children benefit from trusting relationships that promote emotional security and consistent care. However, while staff plan a broad curriculum, they have not fully considered how to provide sufficient challenge for the most able children to build on their existing knowledge and deepen their learning. As a result, some children occasionally disengage from learning and wander around. n Staff understand how to support children with gaps in their learning. For example, they use repetition and simple phrases during activities to help children hear and understand clear speech. However, some staff have not yet received targeted training to develop the skills and knowledge that are required to monitor and assess children's progress accurately. Consequently, not all children are making the best possible progress. n Children develop a positive sense of self. They receive plenty of praise and

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need to do better?

encouragement from staff during the day. At circle time, staff ask children to remember and recall affirmations such as, 'I am kind,' 'I am appreciated' and 'I am unique.' This helps build their confidence, supports their emotional well- being, and encourages a positive view of themselves in a caring and inclusive

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need to do better?

16 June 2025 environment. n Children are consistently supported in staying safe and healthy through clear and proactive guidance from staff. They are regularly reminded of the setting's rules. They are given specific instructions on using equipment safely, such as holding scissors or knives when walking around or preparing fruit at snack time. Staff promote healthy habits by encouraging children to drink water and reapply sun cream while explaining the reasons behind these routines to help children understand their importance. n Children enjoy regular time outdoors, where staff encourage them to explore the natural environment and develop their physical skills. For example, they encourage children to lift logs to discover insects. Children delight in finding millipedes and talk to staff about how many legs they have. Children develop strength and coordination while moving around on the ride-on wheeled toys.

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need to do better?

Other children spend time with staff digging in the sand. Inside, children start to build on their fine motor skills as they use pipettes to move around coloured water between containers. n Partnerships with parents are strong, and they are supported by clear and consistent communication. Staff keep parents well informed, including updates on staffing and changes within the setting. Flexible routines support children's emotional well-being, particularly those who may feel anxious, helping them settle at their own pace. Parents speak positively about their children's experiences and note that learning is often continued at home, such as children recreating circle time with their teddy bears.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n consider how to ensure that the curriculum consistently offers enough challenge for the most able children, so it builds on what they already know and can do n ensure that staff receive timely and targeted training to develop the skills and knowledge that are needed to monitor and assess children's progress accurately.

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Setting details

Unique reference number 251518 Local authority Suffolk Inspection number 10360641 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 20 Number of children on roll 83

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Name of registered person

Holbrook and District Pre-school Playgroup Committee

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reference number

Telephone number 01473 328414 Date of previous inspection 15 July 2024

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Information about this early years setting

Holbrook and District Pre-School Playgroup registered in 1977. The setting employs five members of childcare staff. Of whom, three hold appropriate early years qualifications at level 3. The setting opens from Monday to Friday, during term-time only, with sessions from 8.45am until 3.15pm. They also operate a before- and after-school club from 7.30am until 8.45am and from 3.15pm until 6pm. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the setting and discussed the early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to several parents during the inspection and took account of their views.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

16 June 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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